Learning Standard: Introductory Physics, High School
1.2 Distinguish between displacement, distance, velocity, speed, and acceleration. Solve problems involving displacement, distance, velocity, speed, and constant acceleration.
1.3 Create and interpret graphs of 1-dimensional motion, such as position vs. time, distance vs. time, speed vs. time, velocity vs. time, and acceleration vs. time where acceleration is constant.
c. Review your school or department's curriculum documents. Where in the curriculum do you address the standard?
The document on curriculum mapping for the science department at Everett High School uses the Massachusetts State Standards as their guide. The study of kinematics is covered in the first two months of the school year.
d. What instructional activities did you use during the last school year to teach your students?
Last year I used demonstrations, hands-on activities and labs so that students could gain a better understanding of physics concepts in motion. Demonstrations took the form of predicting what will happen and ,after showing the demonstration, they needed to describe their reasoning. Spark or ticker tape timers were used to record various types of motion which students could graph and then analyze. I also incorporated unstructured hands-on activities which used common objects such as balls, ramps, and springs etc. for students to study motion.
Workshop 3 - Web 2.0 tools
Workshop 4 - Integrating Web 2.0 tools into the classroom
Observe the three videos by clicking on the play button.
Record any observations you make about circular motion for all the videos in your notbook. Try to relate Newton's Laws of Motion to what you observe. What forces are involved in making something go in circular motion?
When we incorporate Web 2.0 tools in our instruction we allow students to become active learners. Collaboration and communication is fostered between teachers and students. Web 2.0 tools allow students to think creatively, analyze and present information effectively.
Concept: Circular Motion
Objectives:
Explain why an object moving in a circle at a constant speed is accelerated.
Describe how centripetal acceleration depends upon the object's speed and radius of the circle.
Identify the forces that cause centripital acceleration
ClassMarker's is an online test maker used for educational assessment with tests or quizzes that are immediately graded.
This 15 question randomly generated test will assess the student’s knowledge on circular motion when the topic is completed. The test will be used as a study aid whereby the student may take the test multiple times for practice. It may also be used a prt of a formative assessment. It is a tool used for Expression of Student Knowledge.
The student is responsible for use this tool since it will produce evidence of their strengths and weaknesses on the topic of circular motion. The student will be able to determine if they need to study more in order to successfully master the topic. The teacher should monitor the scores to see if there are areas that need further instruction or clarification.
The test may be taken at any time after the topic is completed.
Students will predict a hidden word on a black box problem.
Students will defend their prediction using evidence and reasoning.
Assessment:
Write a one paragraph essay using CER (Claims, Evidence, and Reasoning) format to explain prediction of hidden word.
Task:
You will work together in groups of 2-3 observing words on a cube attached to a lab table so that one word remains hidden from view. Record your observations and reasoning that leads to predicting the hidden word.
Steps:
Students will be placed in groups of two or three and sent to a lab bench where a box is taped to the lab table.
Carefully observe the numbers on the box that are visible
Write down your observations and any pattern you detect citing your reasoning.
Predict what the hidden word is.
Materials:
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with a known pattern of words on the sides of the cube.
Paper and pencil to record observations
Stage 2 Activity:
Objective: Students should be able to verify the relationship between the speed of an object in uniform circular motion and the centripetal force on the object.
Standard:
1. Motion and Forces
CentralConcept: Newton’s laws of motion and gravitation describe and predict the motion of most objects.
1.4 Interpret and apply Newton’s three laws of motion.
1.8 Describe conceptually the forces involved in circular motion.
Misconceptions:
Some students believe objects experience an outward force when travelling in circular motion.
Task: The purpose of this lab is for you to investigate the relationship between the speed of an object in uniform circular motion and the centripetal force on the object. You will use and online simulator for centripetal motion or do a conventional centripetal force lab
Procedure: Click on the simulation and read the simulation instructions located on the left side of screen. Practice adjusting the components of the simulator described in the instructions. Begin part 1 in laboratory procedure. simulator If you are doing the convectional lab than click on the link that will give you your procedure and task.
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Grouping: groups of 3-4 students if doing the conventional Centripetal Force Lab alone or in pairs if using the simulator
Classroom materials:
Computers with internet access for Centripetal Simulator
OR:
Centrietal Apparatus Kit
Time
Centripetal Force Lab
7E Model
5 min
Whirl a rubber stopper in a horizontal circle above head at constant speed.
Can an object moving at constant speed be accelerating?
elicit
5 min
Why do objects go in circular paths?
Show clip circular motion
engage
20 min
Introduce Centripetal Force Lab Simulation or conventional Centripetal Force Lab. simulator
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Group students depending on type of lab.
Students gather data on manipulating centripetal force and determining the velocity of the rubber stopper.
Mass and radius are held constant in part 1 of the lab.
Graphing and discussion questions are done for homework.
explore
10 min
Students come together and reflect on data obtained.
Go over centripetal force equation. relationships between variables: direct linear relationship, direct to a power relationship, inverse relationship
explain
5 min
Prepare for graphing data on a Force verses speed2 graph.
Evaluate, extend
5 min
Homework- graph and discussion questions
Evaluate
Assessment:
Completed graph of Force verses Velocity squared.
Answer discussion questions at end of lab.
Workshop 7 - Lesson Plan Template
Lesson Plan
Leonard Martino
Centripetal Force Lab
Grade Level: 9-12
State Standards:
Introductory Physics, High School
1. Motion and Forces CentralConcept: Newton’s laws of motion and gravitation describe and predict the motion of most objects.
1.4 Interpret and apply Newton’s three laws of motion.
1.8 Describe conceptually the forces involved in circular motion.
Essential Question: How do Newton's laws of motion describe and predict the motion of objects?
Lesson Question:
How do objects move in circular paths?
Introduction: In this lab you will study how objects move in circular paths. An object moving in a circle at constant speed is accelerating because the direction of the velocity is changing. Since the change in velocity is directed towards the center of the circle the acceleration is called centripetal acceleration. The force required to produce this acceleration is called the centripetal force. Any net force that causes an object to move in a circular path can be a centripetal force. The equation relating centripetal force, mass and velocity is Fc = mv2/r , where Fc is the centripetal force, m is the mass of the object, v is its velocity and r is the radius of the circle. In Part 1 of this lab you will vary the centripetal force and measure the change in the object’s speed while holding the radius and mass constant. In part 2 of the lab you will vary the radius of revolution and determine the velocity holding force and mass constant. Finally the mass of the object revolving will be varied and you will hold the force and radius constant while determining velocity.
Task:
The purpose of this lab is for you to investigate the relationship between the speed of an object moving in uniform circular motion and the centripetal force acting on the object , the mass of the object and the radius of the circle. You will use an online simulator for centripetal motion or do a conventional centripetal force lab. To verify that Fc = mv2/r is the correct quantitative relationship between centripetal force, mass, velocity and radius, you will determine how velocity changes as a result of manipulating one of the other variables in the equation while holding the other two constant. It is difficult to manipulate velocity and so velocity will always be the dependent variable. You will create three graphs from your data and determine the slope of each graph which relate to the variables held constant. You will calculate the percent error between the actual values of the constants and their experimental values and answer discussion questions.
Process:
You will first recall the reason objects go in circular paths by clicking on the following link. circular motion
To begin the lab click on the simulator link to run the simulator lab or click on the convectional lab link to obtain the Centripetal Force lab handout.
If simulator cannot be used then click on the following link.
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Follow the directions in simulator lab which are located in the left side of the screen.
In Part 1 you will vary the centripetal force on an object revolving in a circular path at a constant radius of revolution and determine the velocity of the object.
Create a graph of Force centripetal verses v2
The centripetal force should be directly proportional to the square of the speed. Draw the best smooth curve through your data points and determine the slope.
Determine m/r.
Divide the value of m by the value of r to determine the known value for m/r.
Record the value.
Calculate
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Calculate and record the percent error
experimental value (m/r)exp is the slope of the line which you will compare to the known value of m/r.
Print out lab report
Answer the following questions.
Is the graph of centripetal force versus speed squared a straight line?
What is the relationship between force and speed?
In Part 2 you will vary the radius of revolution of an object revolving in a circular path at a constant value for the centripetal force and determine the velocity of the object.
Follow directions in simulator for part 2
Answer the following questions.
Is the graph of speed squared verses radius a straight line?
What is the relationship between speed squared and radius?
In Part 3 you will vary the mass of an object revolving in a circular path at constant values for the centripetal force and radius of revolution and determine the velocity of the object.
Follow directions in simulator for Part 3
Answer the following questions.
Is the graph of velocity squared versus 1/m a straight line?
What is the relationship between velocity and mass?
Conclusion:
In this lab you have verified the quantitative relationships between centripetal forces, mass, velocity and radius of an object moving at constant velocity in circular motion. You now have an understanding of what will happen if one of the variables in the equation changes and how another responds to that change provided the other two variables are held constant. By graphing the data you are able see mathematically the relationship between the variables.
Assessments:
Assessment Rubric
You will be able to....
Strong 4
Good 3
Adequate 2
Inadequate 1
Weighting
Graph data collected in lab
Graph contains title and x-axis and y-axis labeled correctly with units.
Axes contain minor flaws. Graph is titled
Axes contain minor flaws or no title to graph
Axes contain major flaws with no title on graph
Analyze graphs
Line of best fit is neatly drawn properly and slope of line is correct. All work is shown
Line of best fit is drawn properly and slope of line is correct but with minor errors
Line of best fit is drawn with slight error. Slope of line not accurate.
Line of best fit is missing. Major error in slope of line.
Determine Relative error
Percent of error correct and within acceptable range
Percent of error has minor flaws but is within acceptable range
Percent of error has minor flaws and is not within acceptable range
Percent of error is not shown or is too large
Verify relationships found through analysis of graphs
Mathematical relationships are clearly and accurately verified
Mathematical relationships are accurately verified
Mathematical relationships are not accurately verified
Mathematical relationships are not verified
Answer discussion questions
Answers to discussion questions are complete and logical
Answers to discussion questions are not complete or contain flaws
Answers to discussion questions are not complete and contain flaws
Answer to discussion questions missing or contain major flaws
Lab may also be done using a Centripetal Force Apparatus Kit and
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Handout.
Misconceptions:
Some students believe objects experience an outward force when travelling in circular motion. Students may view the following to help them with this misconception
Other ways to engage students on circular motion.
Other discussion questions can be found at the following link. Discussion questions
Workshop Wiki Page - Len Martino
Workshop 2 - MCAS Assessments & Curriculum Mapping
2.6 Curriculum Mapping Activity
a. Identify 2-3 MCAS items that you would like to develop an activity or lesson on based upon student performance.
a. Determine what Massachusetts curriculum science standard aligns to the test item. Record the standard number.
MCAS test items: Intro Physics – High School
Learning Standard: Introductory Physics, High School
1.2 Distinguish between displacement, distance, velocity, speed, and acceleration. Solve problems involving displacement, distance, velocity, speed, and constant acceleration.
1.3 Create and interpret graphs of 1-dimensional motion, such as position vs. time, distance vs. time, speed vs. time, velocity vs. time, and acceleration vs. time where acceleration is constant.
c. Review your school or department's curriculum documents. Where in the curriculum do you address the standard?
The document on curriculum mapping for the science department at Everett High School uses the Massachusetts State Standards as their guide. The study of kinematics is covered in the first two months of the school year.
d. What instructional activities did you use during the last school year to teach your students?
Last year I used demonstrations, hands-on activities and labs so that students could gain a better understanding of physics concepts in motion. Demonstrations took the form of predicting what will happen and ,after showing the demonstration, they needed to describe their reasoning. Spark or ticker tape timers were used to record various types of motion which students could graph and then analyze. I also incorporated unstructured hands-on activities which used common objects such as balls, ramps, and springs etc. for students to study motion.
Workshop 3 - Web 2.0 tools
Workshop 4 - Integrating Web 2.0 tools into the classroom
Science Learning Activity Types handout -Observe Phenomena
causes of uniform circular motion.
Record data, observations
Respond to questions
word processing software
Stage 1 Activity:
Objectives:
Activity type:
Instructions:
Online component:
http://www.teachersdomain.org/resource/lsps07.sci.phys.maf.circmotion/Classroom materials:
Assessment:
Please place your response to my Stage 1 Activity below.
Workshop 5 - Developing and Using Web 2.0 Assessment Information
http://www.surveymonkey.com/s/2011StudentTechSurveyWhen we incorporate Web 2.0 tools in our instruction we allow students to become active learners. Collaboration and communication is fostered between teachers and students. Web 2.0 tools allow students to think creatively, analyze and present information effectively.
Concept: Circular Motion
Objectives:
The Web 2.0 tool
- **__ClassMarker__**.
- ClassMarker's is an online test maker used for educational assessment with tests or quizzes that are immediately graded.
- This 15 question randomly generated test will assess the student’s knowledge on circular motion when the topic is completed. The test will be used as a study aid whereby the student may take the test multiple times for practice. It may also be used a prt of a formative assessment. It is a tool used for Expression of Student Knowledge.
- The student is responsible for use this tool since it will produce evidence of their strengths and weaknesses on the topic of circular motion. The student will be able to determine if they need to study more in order to successfully master the topic. The teacher should monitor the scores to see if there are areas that need further instruction or clarification.
- The test may be taken at any time after the topic is completed.
- The test may be taken at home or in school.
Circular Motion TestWorkshop 6 - Scientific Investigations
Black Box Investigation
Objective:
Students will predict a hidden word on a black box problem.
Students will defend their prediction using evidence and reasoning.
Assessment:
Write a one paragraph essay using CER (Claims, Evidence, and Reasoning) format to explain prediction of hidden word.
Task:
You will work together in groups of 2-3 observing words on a cube attached to a lab table so that one word remains hidden from view. Record your observations and reasoning that leads to predicting the hidden word.
Steps:
- Students will be placed in groups of two or three and sent to a lab bench where a box is taped to the lab table.
- Carefully observe the numbers on the box that are visible
- Write down your observations and any pattern you detect citing your reasoning.
- Predict what the hidden word is.
Materials:Paper and pencil to record observations
Stage 2 Activity:
Objective:
Students should be able to verify the relationship between the speed of an object in uniform circular motion and the centripetal force on the object.
Standard:
1. Motion and Forces
CentralConcept: Newton’s laws of motion and gravitation describe and predict the motion of most objects.
1.4 Interpret and apply Newton’s three laws of motion.
1.8 Describe conceptually the forces involved in circular motion.
Misconceptions:
Some students believe objects experience an outward force when travelling in circular motion.
Task:
The purpose of this lab is for you to investigate the relationship between the speed of an object in uniform circular motion and the centripetal force on the object. You will use and online simulator for centripetal motion or do a conventional centripetal force lab
Procedure:
Click on the simulation and read the simulation instructions located on the left side of screen. Practice adjusting the components of the simulator described in the instructions. Begin part 1 in laboratory procedure. simulator
If you are doing the convectional lab than click on the link that will give you your procedure and task.
Grouping:
groups of 3-4 students if doing the conventional Centripetal Force Lab
alone or in pairs if using the simulator
Web 2.0 online component:
simulator
Classroom materials:
Computers with internet access for Centripetal Simulator
OR:
Centrietal Apparatus Kit
Can an object moving at constant speed be accelerating?
Show clip
circular motion
simulator
Group students depending on type of lab.
Students gather data on manipulating centripetal force and determining the velocity of the rubber stopper.
Mass and radius are held constant in part 1 of the lab.
Graphing and discussion questions are done for homework.
Go over centripetal force equation. relationships between variables: direct linear relationship, direct to a power relationship, inverse relationship
Assessment:
Completed graph of Force verses Velocity squared.
Answer discussion questions at end of lab.
Workshop 7 - Lesson Plan Template
Lesson Plan
Leonard Martino
Centripetal Force Lab
Grade Level: 9-12
State Standards:
Introductory Physics, High School
1. Motion and ForcesCentral Concept: Newton’s laws of motion and gravitation describe and predict the motion of most objects.
Essential Question:
How do Newton's laws of motion describe and predict the motion of objects?
Lesson Question:
How do objects move in circular paths?
Introduction:
In this lab you will study how objects move in circular paths. An object moving in a circle at constant speed is accelerating because the direction of the velocity is changing. Since the change in velocity is directed towards the center of the circle the acceleration is called centripetal acceleration. The force required to produce this acceleration is called the centripetal force. Any net force that causes an object to move in a circular path can be a centripetal force. The equation relating centripetal force, mass and velocity is Fc = mv2/r , where Fc is the centripetal force, m is the mass of the object, v is its velocity and r is the radius of the circle. In Part 1 of this lab you will vary the centripetal force and measure the change in the object’s speed while holding the radius and mass constant. In part 2 of the lab you will vary the radius of revolution and determine the velocity holding force and mass constant. Finally the mass of the object revolving will be varied and you will hold the force and radius constant while determining velocity.
Task:
The purpose of this lab is for you to investigate the relationship between the speed of an object moving in uniform circular motion and the centripetal force acting on the object , the mass of the object and the radius of the circle. You will use an online simulator for centripetal motion or do a conventional centripetal force lab. To verify that Fc = mv2/r is the correct quantitative relationship between centripetal force, mass, velocity and radius, you will determine how velocity changes as a result of manipulating one of the other variables in the equation while holding the other two constant. It is difficult to manipulate velocity and so velocity will always be the dependent variable. You will create three graphs from your data and determine the slope of each graph which relate to the variables held constant. You will calculate the percent error between the actual values of the constants and their experimental values and answer discussion questions.
Process:
- simulator
If simulator cannot be used then click on the following link.Conclusion:
In this lab you have verified the quantitative relationships between centripetal forces, mass, velocity and radius of an object moving at constant velocity in circular motion. You now have an understanding of what will happen if one of the variables in the equation changes and how another responds to that change provided the other two variables are held constant. By graphing the data you are able see mathematically the relationship between the variables.
Assessments:
Assessment Rubric
4
3
2
1
All work is shown
Slope of line not accurate.
Major error in slope of line.
Resources:
http://www.teachersdomain.org/asset/lsps07_int_circmotion/
http://www.polyhedronlearning.com/hsvpl/centripetalforce/cfframeset.html
http://www.polyhedronlearning.com/index.html
http://www.youtube.com/watch?v=TahcJy1AlXI&feature=player_embedded
http://www.youtube.com/watch?v=PBpe_LLlQJw&feature=player_embedded
Teacher Notes:
Lab may also be done using a Centripetal Force Apparatus Kit and
Misconceptions:
Some students believe objects experience an outward force when travelling in circular motion. Students may view the following to help them with this misconception
Other ways to engage students on circular motion.
Other discussion questions can be found at the following link.
Discussion questions